DOCSLIB.ORG

Best Practices for the Ethical Conduct of Research Involving Sex, Gender and Sexual Orientation Minorities Before Conducting

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Best Practices for the Ethical Conduct of Research Involving Sex, Gender and Sexual Orientation Minorities Before Conducting Best Practices for the ethical conduct of research involving Sex, Gender and Sexual Orientation Minorities Before conducting studies about or that involve members who self-identify as sex, gender or sexual orientation minorities, we urge researchers to familiarize themselves with the following foundational principles , definitions and suggested best practices. Bear in mind that the duty to protect human subjects includes the duty to uphold antidiscrimination guarantees, which at UWM include protections on the basis of sex, sexual orientation, and gender identity. I. Foundational Principles Institutions which commit themselves to protecting against discrimination on the basis of sex and of gender identity or expression (GIE) must give individuals the right to self-identify their sex/gender. Whenever data are gathered about sex/gender, the rights of GIE minorities (intersex individuals, trans men, trans women, and individuals with alternative gender identities) must be protected. Whenever data are gathered about sexuality, the rights of sexual minorities must be protected, including the right to identify as lesbian, gay, bisexual, pansexual, asexual, or with some other sexual identity. II. Definitions “GIE minorities” include intersex individuals, transgender individuals (trans men, trans women, and individuals with alternative gender identities), and people with variant gender expression. Intersex Persons While it is common to believe that sex is binary—that is, that all people are born either male or female—in fact, sexual characteristics exist as a spectrum. There is a great deal of variation in chromosomes (XX, XY, XXY, XYY, etc.), hormones (relative levels of estrogen, progesterone and testosterone), secondary sexual characteristics (breasts, hair distribution, etc.) genital configurations, and gonads (ovaries, ovotestes, testes). Intersex people are individuals whose sexual characteristics fall toward the middle of the spectrum. Approximately 1 in 150 people in the U.S. are diagnosed by doctors as intersex at birth, and more find out they are physically sex- variant later in life. Unfortunately, in the latter half of the 20th century, it became a common medical practice to try to erase physical sex variance to avoid stigma. But in recent decades, intersex individuals have formed advocacy groups to protest surgical interventions performed without consent upon the genitalia of young children. Intersex people are now much more likely to be open about their intermediate sex status, and to demand that it not be erased by dichotomous sex variables in data collection. Transgender Individuals Individuals whose gender identity does not match the sex they were assigned at birth are deemed transgender. A trans man was assigned female at birth but identifies as man; a trans woman was assigned male at birth but identifies as a woman; a person with a nonbinary gender identity identifies as neither a man nor a woman. Trans men and women often transition to their gender of identification, though they may do so in different ways. Some transition socially by changing name, pronoun, and dress. Others also take hormones (testosterone or estrogen/progesterone) to alter their bodies. In addition, some get surgery to change their chests or genitalia. Because surgery is quite expensive, may not be covered by insurance, and because it carries serious risks, many transgender individuals in the U.S. do not seek or are unable to access surgical transition services. And for people with nonbinary gender identities, transition is highly complicated by the lack of legal recognition of their identified genders in many locales, and the lack of an established medical best practice for facilitating nonbinary gender transitions. Researchers interacting with transgender subjects must respect their identified genders regardless of their legal or medical transition status. Variant Gender Expression People of any sex or gender may have an atypical gender presentation—being masculine women, feminine men, or androgynous. Individuals often experience discrimination based on their variant gender expression, which makes it an important issue to account for in studies in which gender experience or gender discrimination are relevant. Sexual Orientation Minorities Sexual orientation minorities include people whose attractions are those to the same gender, other genders, or who are asexual. Common sexual orientation minorities include lesbians, gay men, bisexuals, pansexuals, and asexual people (including those who identify as demisexual and gray-area asexuals, who experience sexual attractions intermittently, or only under certain limited circumstances). III. Best Practices Whenever possible, eliminate the unnecessary requirement of declaring sex/gender from participants. There are many institutional contexts in which people are routinely asked to identify their sex/gender based on common marketing practices or institutional tradition rather than an intent to protect the individuals from discrimination on the basis of their sex/gender. (For example, this is a common requirement in registering to use website services.) Therefore, we recommend that researchers seriously consider if they need to collect such data at all. Utilize Appropriate Language For Collection Of Sex Or Gender Identity Data In Human Subjects Research. Researchers should avoid poor practices which undermine individuals' identities instead of protecting them. For best practices regarding the collection of generic demographic information about subjects’ gender, see the guidance “"Best Practices for the Ethical Collection of Data about Sex and Gender." Gender Identity When collecting information about gender identity, a common poor practice is to use a single additional checkbox: “Male__, Female__, Transgender___.” This is inappropriate for several reasons. • First, it does not allow intersex individuals a way to identify themselves. • Secondly, it discriminates against trans men and trans women by framing transgender identification as not really men or women. “Transgender” is a term that describes a life trajectory, not a gender identity. (An analogy would be that it is equivalent to requesting subjects’ identify their religion, providing three checkboxes, “A. Christian, B. Jewish, C. Convert.” Such a question not only offends human subjects whose identities are not listed, but also produces invalid data for the researcher.) • And thirdly, it does not allow for recognition of the distinct needs and identities of individuals who identify as neither men nor women. In contexts in which data are collected order to ensure equal treatment and respect for all, information about sex/gender should be collected in a manner that protects gender identity and expression (GIE) minorities. In cases where the researcher wishes to collect information beyond identified gender, with the research inquiring into an individual’s status as cisgender or transgender, the best practice would be the following format: 1. Gender identity: Woman __, Man __, Alternate Self-identification (please write in) ______________. 2. Are you transgender? Yes__, No__. Sexual Orientation In contexts in which the researcher wishes demographic information about subjects’ identified sexual orientation, the best practiced would be the following format: Sexual orientation: Heterosexual __, Lesbian__, Gay__, Bisexual__, Queer__, Pansexual__, Asexual__, Alternate Self-identification (please write in) ______________. If the study in question enquires into sexual behavior, this identification scale may not be sufficient. It is well established that there is a difference between how many people identify their sexual orientation and the sexual activities in which they actually engage. This may be addressed through questions such as the following: 1. On a scale of zero to 10, how sexually attracted are you to men? Zero means not at all attracted, and 10 means greatly attracted. [Insert Likert scale] 2. On a scale of zero to 10, how sexually attracted are you to women? Zero means not at all attracted, and 10 means greatly attracted. [Insert Likert scale] 3. On a scale of zero to 10, how sexually attracted are you to individuals who identify as neither men nor women (for example, people who say their gender identity is nonbinary, agender, genderqueer, etc)? Zero means not at all attracted, and 10 means greatly attracted. [Insert Likert scale] 4. On a scale of zero to 10, what proportion of your sexual partners have been men? Zero means you have never had a sexual partner who is a man, and 10 means all of your sexual partners have been men. [Insert Likert scale] 5. On a scale of zero to 10, what proportion of your sexual partners have been women? Zero means you have never had a sexual partner who is a woman, and 10 means all of your sexual partners have been women. [Insert Likert scale] 6. On a scale of zero to 10, what proportion of your sexual partners have been people who identify as neither men nor women? Zero means you have never had a sexual partner who identifies as neither a man nor a woman, and 10 means all of your sexual partners have been people who identify as neither men nor women. [Insert Likert scale] 7. Are the people to whom you are attracted (1) very masculine, (2) moderately masculine, (3) a bit masculine, (4) androgynous, (5) a bit feminine, (6) moderately feminine, (7) very feminine. Gender Expression There will be research contexts in which the subjects’ gender expression is also relevant. For example, any study considering gender
Load more

Recommended publications
  • Homophobia and Transphobia Illumination Project Curriculum
    Homophobia and Transphobia Illumination Project Curriculum Andrew S. Forshee, Ph.D., Early Education & Family Studies Portland Community College Portland, Oregon INTRODUCTION Homophobia and transphobia are complicated topics that touch on core identity issues. Most people tend to conflate sexual orientation with gender identity, thus confusing two social distinctions. Understanding the differences between these concepts provides an opportunity to build personal knowledge, enhance skills in allyship, and effect positive social change. GROUND RULES (10­15 minutes) Materials: chart paper, markers, tape. Due to the nature of the topic area, it is essential to develop ground rules for each student to follow. Ask students to offer some rules for participation in the post­performance workshop (i.e., what would help them participate to their fullest). Attempt to obtain a group consensus before adopting them as the official “social contract” of the group. Useful guidelines include the following (Bonner Curriculum, 2009; Hardiman, Jackson, & Griffin, 2007): Respect each viewpoint, opinion, and experience. Use “I” statements – avoid speaking in generalities. The conversations in the class are confidential (do not share information outside of class). Set own boundaries for sharing. Share air time. Listen respectfully. No blaming or scapegoating. Focus on own learning. Reference to PCC Student Rights and Responsibilities: http://www.pcc.edu/about/policy/student­rights/student­rights.pdf DEFINING THE CONCEPTS (see Appendix A for specific exercise) An active “toolkit” of terminology helps support the ongoing dialogue, questioning, and understanding about issues of homophobia and transphobia. Clear definitions also provide a context and platform for discussion. Homophobia: a psychological term originally developed by Weinberg (1973) to define an irrational hatred, anxiety, and or fear of homosexuality.
    [Show full text]
  • Grade Five and Six Sexuality: Questions and Concerns
    GRADE FIVE AND SIX SEXUALITY: QUESTIONS AND CONCERNS DAVID CARNEGY B.Ed., University of Lethbridge, 1987 A One-Credit Project Submitted to the Faculty of Education of the University of Lethbridge in Partial Fulfilment of the Requirements for the Degree MASTER OF EDUCATION LETHBRIDGE, ALBERTA April, 1997 Sexuality is an integral part of the personality of everyone: man, woman, and child. It is a basic need and an aspect of being human that cannot be separated from other aspects of human life .. .It is in the energy that motivates us to find love, contact, feel warmth, and intimacy; it is expressed in the way we feel, move, touch and are touched; it is about being sensual as well as sexual. Sexuality influences thoughts, feelings, actions and interactions, and thereby our mental and physical health. Since health is a fundamental human right, so must sexual health also be a basic human right... [including] freedom from fear, shame, guilt, and false beliefs and other psychological factors. (The World Health Organization 1986) "We believe that the facts of one's life are not as important as one's perceptions of those facts." (Christensen and Thomas 1983 pg. 10) Part One Research INTRODUCTION My name is David Carnegy, I am an elementary school teacher and counsellor for Medicine Hat School District #76. One of my assignments every year is to teach the grade five and six "Human Sexuality" program. The Alberta Health Curriculum mandates what teachers should teach to grade five and six students who are 10 to 13 years old. I personally feel that the "Human Sexuality" curriculum is suitable for this age group of children and that it will hopefully help them to better understand their sexuality.
    [Show full text]
  • Unit 1 Structure and Functions of Male Reproductive Organs
    UNIT 1 STRUCTURE AND FUNCTIONS OF MALE REPRODUCTIVE ORGANS Structure 1.0 Objectives 1.1 Introduction 1.2 Meaning and Concept of Male Reproductive System 1.2.1 External Reproductive Organs 1.2.2 Internal Reproductive Organs 1.3 Maturation of Male Sex Organs 1.4 Functions of Male Reproductive Organs 1.5 Role of Teachers and Parents 1.6 Let Us Sum Up 1.7 Keywords 1.8 Answer to Check Your Progress 1.9 References 1.0 OBJECTIVES After going through this unit you will be able to: list and describe the organs of the male reproductive system; explain the functions of various male reproductive organs; describe the secondary sexual characteristics in boys; and emphasize that nocturnal emission is a normal phenomenon. 1.1 INTRODUCTION Adolescents are usually shy about asking questions related to their reproductive organs and rely on their peers and other sources which provide incomplete and unreliable information. It is therefore essential, as a responsible adult to open channels of communication and give them correct and complete information. The most important change which occurs during adolescence is related to changes in the reproductive organs. In this unit you will learn about the structure and functions of the male reproductive organs and related changes. This topic is of great concern to adolescents as they have curiosity about the changes in their bodies . This has long term impact on their self-esteem and personality development. In addition, you will undertake several activities, to reflect and understand the structure and functions of reproductive organs of male. 5 Reproductive and Sexual Changes 1.2 MEANING AND CONCEPT OF MALE REPRODUCTIVE SYSTEM One of the most important characteristics that differentiate a living organism from a non – living organism is their ability to reproduce.
    [Show full text]
  • Male Reproductive System
    MALE REPRODUCTIVE SYSTEM DR RAJARSHI ASH M.B.B.S.(CAL); D.O.(EYE) ; M.D.-PGT(2ND YEAR) DEPARTMENT OF PHYSIOLOGY CALCUTTA NATIONAL MEDICAL COLLEGE PARTS OF MALE REPRODUCTIVE SYSTEM A. Gonads – Two ovoid testes present in scrotal sac, out side the abdominal cavity B. Accessory sex organs - epididymis, vas deferens, seminal vesicles, ejaculatory ducts, prostate gland and bulbo-urethral glands C. External genitalia – penis and scrotum ANATOMY OF MALE INTERNAL GENITALIA AND ACCESSORY SEX ORGANS SEMINIFEROUS TUBULE Two principal cell types in seminiferous tubule Sertoli cell Germ cell INTERACTION BETWEEN SERTOLI CELLS AND SPERM BLOOD- TESTIS BARRIER • Blood – testis barrier protects germ cells in seminiferous tubules from harmful elements in blood. • The blood- testis barrier prevents entry of antigenic substances from the developing germ cells into circulation. • High local concentration of androgen, inositol, glutamic acid, aspartic acid can be maintained in the lumen of seminiferous tubule without difficulty. • Blood- testis barrier maintains higher osmolality of luminal content of seminiferous tubules. FUNCTIONS OF SERTOLI CELLS 1.Germ cell development 2.Phagocytosis 3.Nourishment and growth of spermatids 4.Formation of tubular fluid 5.Support spermiation 6.FSH and testosterone sensitivity 7.Endocrine functions of sertoli cells i)Inhibin ii)Activin iii)Follistatin iv)MIS v)Estrogen 8.Sertoli cell secretes ‘Androgen binding protein’(ABP) and H-Y antigen. 9.Sertoli cell contributes formation of blood testis barrier. LEYDIG CELL • Leydig cells are present near the capillaries in the interstitial space between seminiferous tubules. • They are rich in mitochondria & endoplasmic reticulum. • Leydig cells secrete testosterone,DHEA & Androstenedione. • The activity of leydig cell is different in different phases of life.
    [Show full text]
  • LECTURE V: Puberty in Males and Females
    LECTURE V: Puberty in Males and Females EDITING FILE IMPORTANT MALE SLIDES EXTRA FEMALE SLIDES LECTURER’S NOTES 1 PUBERTY IN MALES AND FEMALES Lecture Five OBJECTIVES ● Define puberty. ● Recognize the physiology of puberty related to changes in hypothalamic-pituitary-gonadal axis. ● Describe the physical changes that occur at puberty in boys and girls. ● Recognize the influencing factors leading to puberty. ● Describe the pathophysiological conditions associated with puberty. Puberty Puberty (AKA: adolescence) is a physiological transition from childhood (juvenility) to adulthood, Accelerated somatic growth. Characteristics of puberty: ● HPG axis matures. ● The primary sexual organs mature (gonads). ● The secondary sexual characteristics develop. ● The adolescent experiences the adolescent growth spurt. ● The adolescent achieves the ability to procreate. Terms & Events GnRH Receptors Sensitivity ● Thelarche: development of breast. ● Pubarche: development of pubic and axillary hair. ● Menarche: the first menstrual period1 . ● Adrenarche: the onset of an increase in the secretion of androgens; responsible for the development of pubic/axillary hair, body odour and acne.2 ● Gonadarche: maturation of gonadal function. Figure 5-1 Increased sensitivity of the GnRH receptors to very low gonadotropins before puberty. Hormonal Changes 3 4 1 Pulsatile secretion of GnRH from the hypothalamus → Increased sensitivity of the GnRH receptors in anterior pituitary. Pulsatile secretion of LH and FSH → Appearance of large nocturnal pulses of LH, during REM sleep5. 2 3 Maturation of primary sexual characteristics (gonads) → Secretion of gonadal steroid hormones (testosterone & estradiol) Appearance of the secondary sex characteristics at puberty (pubic and axillary hair, female breast development, male 4 voice changes)6 FOOTNOTES 1. For unclear reasons, the initial menstrual periods (during the first one-to-two years of puberty) are anovulatory, however this does suggest that the ovary is being made ready for reproduction during the first one-to-two years of puberty.
    [Show full text]
  • The Male Body
    Fact Sheet The Male Body What is the male What is the epididymis? reproductive system? The epididymis is a thin highly coiled tube (duct) A man’s fertility and sexual characteristics depend that lies at the back of each testis and connects on the normal functioning of the male reproductive the seminiferous tubules in the testis to another system. A number of individual organs act single tube called the vas deferens. together to make up the male reproductive 1 system; some are visible, such as the penis and the 6 scrotum, whereas some are hidden within the body. The brain also has an important role in controlling 7 12 reproductive function. 2 8 1 11 What are the testes? 3 6 The testes (testis: singular) are a pair of egg 9 7 12 shaped glands that sit in the scrotum next to the 2 8 base of the penis on the outside of the body. In 4 10 11 adult men, each testis is normally between 15 and 3 35 mL in volume. The testes are needed for the 5 male reproductive system to function normally. 9 The testes have two related but separate roles: 4 10 • to make sperm 5 1 Bladder • to make testosterone. 2 Vas deferens The testes develop inside the abdomen in the 3 Urethra male fetus and then move down (descend) into the scrotum before or just after birth. The descent 4 Penis of the testes is important for fertility as a cooler 5 Scrotum temperature is needed to make sperm and for 16 BladderSeminal vesicle normal testicular function.
    [Show full text]
  • Media Reference Guide
    media reference guide NINTH EDITION | AUGUST 2014 GLAAD MEDIA REFERENCE GUIDE / 1 GLAAD MEDIA CONTACTS National & Local News Media Sports Media [email protected] [email protected] Entertainment Media Religious Media [email protected] [email protected] Spanish-Language Media GLAAD Spokesperson Inquiries [email protected] [email protected] Transgender Media [email protected] glaad.org/mrg 2 / GLAAD MEDIA REFERENCE GUIDE TABLE OF CONTENTS INTRODUCTION FAIR, ACCURATE & INCLUSIVE 4 GLOSSARY OF TERMS / LANGUAGE LESBIAN / GAY / BISEXUAL 5 TERMS TO AVOID 9 TRANSGENDER 12 AP & NEW YORK TIMES STYLE 21 IN FOCUS COVERING THE BISEXUAL COMMUNITY 25 COVERING THE TRANSGENDER COMMUNITY 27 MARRIAGE 32 LGBT PARENTING 36 RELIGION & FAITH 40 HATE CRIMES 42 COVERING CRIMES WHEN THE ACCUSED IS LGBT 45 HIV, AIDS & THE LGBT COMMUNITY 47 “EX-GAYS” & “CONVERSION THERAPY” 46 LGBT PEOPLE IN SPORTS 51 DIRECTORY OF COMMUNITY RESOURCES 54 GLAAD MEDIA REFERENCE GUIDE / 3 INTRODUCTION Fair, Accurate & Inclusive Fair, accurate and inclusive news media coverage has played an important role in expanding public awareness and understanding of lesbian, gay, bisexual and transgender (LGBT) lives. However, many reporters, editors and producers continue to face challenges covering these issues in a complex, often rhetorically charged, climate. Media coverage of LGBT people has become increasingly multi-dimensional, reflecting both the diversity of our community and the growing visibility of our families and our relationships. As a result, reporting that remains mired in simplistic, predictable “pro-gay”/”anti-gay” dualisms does a disservice to readers seeking information on the diversity of opinion and experience within our community. Misinformation and misconceptions about our lives can be corrected when journalists diligently research the facts and expose the myths (such as pernicious claims that gay people are more likely to sexually abuse children) that often are used against us.
    [Show full text]
  • Reproductive System Physiology of Male Reproductive System
    Reproductive System Function: producing offspring propagation of the species in terms of evolution – the only reason all the other systems exist only major system that doesn’t work continuously only activated at puberty unlike most other organisms on planet mammals only reproduce sexually humans are dieocious separate sexed (many animals are monoecious or hermaphrodites) in 7th week of embryonic development genes are activated that trigger differentiation of gonads Physiology of Male Reproductive System Testes primary reproductive organ of male consists of seminiferous tubules interstitial cells has dual function a. hormone secretion: interstitial cells testosterone 1. development and maintenance of secondary sexual characteristics 2. stimulates protein synthesis 3. promotes growth of skeletal muscles b. spermatogenesis: seminiferous tubules formation and maturation of sperm cells Male Accessory Organs three accessory glands secrete fluids that mix with the sperm = semen seminal vesicles (paired) secrete viscous liquid rich in fructose fructose serves as energy source for sperm prostate gland (single) Human Anatomy & Physiology: Reproduction; Ziser, 2004 1 surrounds ejaculatory duct at junction with urethra secretes an alkaline liquid that constitutes major portion of semen akalinity protects sperm for acidity of male urethra and female vagina bulbourethral glands (paired) small pea shaped glands below prostate also secrete alkaline fluid male hormone (=androgens) are secreted mainly by interstital cells of testes additional testosterone is secreted by Adrenal Cortex at puberty Ant Pituitary secretes FSH & large amounts of LH (ICSH) FSH & LH cause testes to increase in size and begin sperm production LH also triggers testes to produce testosterone There are two male hormones: testosterone androstenedione main male hormone is Testosterone testosterone functions: 1.
    [Show full text]
  • Transfeminist Perspectives in and Beyond Transgender and Gender Studies
    Transfeminist Perspectives Edited by ANNE ENKE Transfeminist Perspectives in and beyond Transgender and Gender Studies TEMPLE UNIVERSITY PRESS Philadelphia TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2012 by Temple University All rights reserved Published 2012 Library of Congress Cataloging-in-Publication Data Transfeminist perspectives in and beyond transgender and gender studies / edited by Anne Enke. p. cm. Includes bibliographical references and index. ISBN 978-1-4399-0746-7 (cloth : alk. paper) ISBN 978-1-4399-0747-4 (pbk. : alk. paper) ISBN 978-1-4399-0748-1 (e-book) 1. Women’s studies. 2. Feminism. 3. Transgenderism. 4. Transsexualism. I. Enke, Anne, 1964– HQ1180.T72 2012 305.4—dc23 2011043061 Th e paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 Contents Acknowledgments vii Introduction: Transfeminist Perspectives 1 A. Finn Enke Note on Terms and Concepts 16 A. Finn Enke PART I “This Much Knowledge”: Flexible Epistemologies 1 Gender/Sovereignty 23 Vic Muñoz 2 “Do Th ese Earrings Make Me Look Dumb?” Diversity, Privilege, and Heteronormative Perceptions of Competence within the Academy 34 Kate Forbes 3 Trans. Panic. Some Th oughts toward a Th eory of Feminist Fundamentalism 45 Bobby Noble 4 Th e Education of Little Cis: Cisgender and the Discipline of Opposing Bodies 60 A. Finn Enke PART II Categorical Insuffi ciencies and “Impossible People” 5 College Transitions: Recommended Policies for Trans Students and Employees 81 Clark A.
    [Show full text]
  • The Audre Lorde Project
    Membership Application Thank you for your interest in being a member of The Sylvia Rivera Law Project (SRLP). Liberation is a collective process and we need you! We are always in search of community members and allies to help us accomplish our mission. Please complete this membership application and return it to the Sylvia Rivera Law Project Membership Director. Date Pronoun(s) First Name Last Name Street Address ________________________________________________________________________ City State __________________ Zip _________________ Home Phone ___________________________ Work Phone ___________________________________ E-mail _______________________________________________________________________________ May we call during business hours? _______ Yes ______ No Should any messages we leave be confidential? Yes No In case of emergency whom should we contact? First Name Last Name Home Phone ___________________________ Work Phone _____________________________ Relationship to you _______________________________________________________________ How did you hear about the Sylvia Rivera Law Project? __ Self __ Media __ Family __ Organization/Service Provider, please specify _______________________ __ Friend __ I was a client and/or received legal services at SRLP __ Website __ Other, please specify ___________________________________________ Do you want to accomplish anything in particular or gain any specific skills while being a member at SRLP? Is there any support you need to participate that you’d like us to be aware of? (i.e. language, access) Is there anything else you would like us to know about you? MEDIA RELEASE: I _________________________ (print name) give the Sylvia Rivera Law Project (SRLP) permission to use my image, audio, writing, and photograph in any print, online, video, or other form of media/communications. I understand that I will not be compensated and release SRLP from any and all claims in connection with the use of my image or name, likeness and identity including any claims for libel or publicity.
    [Show full text]
  • Health and Wellbeing of People with Intersex Variations Information and Resource Paper
    Health and wellbeing of people with intersex variations Information and resource paper The Victorian Government acknowledges Victorian Aboriginal people as the First Peoples and Traditional Owners and Custodians of the land and water on which we rely. We acknowledge and respect that Aboriginal communities are steeped in traditions and customs built on a disciplined social and cultural order that has sustained 60,000 years of existence. We acknowledge the significant disruptions to social and cultural order and the ongoing hurt caused by colonisation. We acknowledge the ongoing leadership role of Aboriginal communities in addressing and preventing family violence and will continue to work in collaboration with First Peoples to eliminate family violence from all communities. Family Violence Support If you have experienced violence or sexual assault and require immediate or ongoing assistance, contact 1800 RESPECT (1800 737 732) to talk to a counsellor from the National Sexual Assault and Domestic Violence hotline. For confidential support and information, contact Safe Steps’ 24/7 family violence response line on 1800 015 188. If you are concerned for your safety or that of someone else, please contact the police in your state or territory, or call 000 for emergency assistance. To receive this publication in an accessible format, email the Diversity unit <[email protected]> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, March 2019 Victorian Department of Health and Human Services (2018) Health and wellbeing of people with intersex variations: information and resource paper. Initially prepared by T.
    [Show full text]
  • Intersex in 2018: Evaluating the Limitations of Informed Consent in Medical Malpractice Claims As a Vehicle for Gender Justice
    Intersex in 2018: Evaluating the Limitations of Informed Consent in Medical Malpractice Claims as a Vehicle for Gender Justice CAROLINE LOWRY* Each year, hundreds of individuals are born intersex, meaning they have genitalia that do not meet the criteria for being exclusively male or female. For decades, doctors have performed corrective genital surgeries on intersex infants in an attempt to make it easier for them to grow up as “normal” boys and girls. In recent years, however, there is a growing consensus that cosmetic genital correctional surgeries are both unnecessary and often harmful to the long-term wellbeing of intersex individuals. Given increasing recognition of negative outcomes over the past decade, critics and activists have called for a moratorium on corrective genital surgeries performed on infants. In 2017, an intersex youth named M. Crawford obtained the first legal settlement ever in the United States challenging infant correctional surgeries under the doctrine of informed consent. This Note explores the implications of this the landmark legal settlement on efforts to combat nonconsensual genital correction surgery performed on intersex children. In particular, this Note explores the strengths and weaknesses of pursuing litigation based on the informed consent claims raised in M.C.’s lawsuit. This Note also offers alternative methods to combat the practice of performing intersex correctional surgeries. * Note Editor, Colum. J.L. & Soc. Probs., 2018–2019. J.D. Candidate 2019, Columbia Law School. The author would like to thank Sylvan Fraser at InterACT Advocates for Intersex Youth and the intersex individuals and advocates that have made this Note possible. In additional, the author would like to thank Professor Elizabeth Emens for her guidance and insight and the staff of Columbia Journal of Law and Social Problems for all their insight and hard work.
    [Show full text]